Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam

Educational Values in Surah Luqman: A Perspective from Al-Maraghi's Tafsir

Nablur Rahman Annibras — 2024-11-28

This study explores the educational values in Surah Luqman from the perspective of Al-Maraghi's Tafsir, aiming to identify and analyze the relevance of these values in modern life. Employing a qualitative approach with a library research method, the study integrates an analysis of Quranic text, tafsir literature, and related educational resources. The findings reveal five key educational values in Surah Luqman: monotheism (tauhid), morality (akhlaq), social responsibility, worship (ibadah), and environmental awareness. Al-Maraghi's Tafsir emphasizes the practical application of these values in shaping individual character and society. These findings address contemporary challenges such as moral crises, individualism, and environmental degradation. This research contributes theoretically by highlighting the relevance of Quranic values in modern education and advocating for their integration into curricula. However, the study is limited to Al-Maraghi's perspective, suggesting opportunities for comparative analysis with other tafsir works.

Design of Quranic Learning Based on Herbartian Method: A Case Study in Educational Institutions in Indonesia

Ali Wafa — 2024-11-28

Quranic education plays a central role in shaping the Islamic character of students, but traditional approaches often fail to integrate values and critical understanding. This study aims to design Quranic learning based on the Herbartian method, known for its systematic and holistic instructional structure. The research employs library research methodology, with data derived from primary and secondary literature on the Herbartian method and Islamic education. The findings indicate that the application of the Herbartian method, consisting of five stages (preparation, presentation, association, generalization, and application), enables the integration of Quranic values into a systematic and applicable learning process. Implementation in Islamic educational institutions in Indonesia demonstrates improved comprehension, active participation, and the internalization of Quranic values by students. However, challenges such as limited teaching time and teacher competence need to be addressed through training and curriculum adjustments. This study implies the development of a more structured Quranic learning model that aligns with modern educational challenges while strengthening the integration of Western educational theories with Islamic values. The originality of this research lies in adapting the Herbartian method within the context of Islamic education, an area rarely explored, and its contribution to value-based Quranic learning.

The Concept of Learning in the Qur'an: A Study of Tafsir Quran Karim by Mahmud Yunus

Wibawati Bermi — 2024-11-28

The concept of learning in the Qur'an holds significant relevance in shaping a holistic educational system that focuses not only on cognitive aspects but also on spiritual and moral dimensions. This study aims to analyze the concept of learning embedded in the Qur'an based on Tafsir Quran Karim by Mahmud Yunus. Utilizing a library research method, this research delves deeply into the tafsir to identify the learning principles proposed by Mahmud Yunus. The findings reveal that Mahmud Yunus emphasizes three main principles in learning: dialogical, gradual (tadarruj), and exemplary-based (uswah hasanah). These methods align with modern educational approaches, such as competency-based and interactive learning. Furthermore, this study identifies the relevance of these concepts to contemporary education, particularly in the context of character and moral development for students. The implications of this research include the necessity of integrating Qur'anic values into formal and non-formal education systems. However, its limitation lies in its focus on a single tafsir work, opening opportunities for comparative studies with other tafsir in future research. The originality of this research lies in its in-depth exploration of Tafsir Quran Karim by Mahmud Yunus within the educational context, a topic rarely discussed comprehensively. This study adds value to the development of Qur'an-based learning systems relevant to the challenges of globalization.

Development and Innovation of Qur'anic Learning Methodologies in Indonesia

Sulistyowati Sulistyowati — 2024-11-28

The methodology of Qur'anic learning in Indonesia has evolved from traditional approaches to innovations based on modern technology, in line with social changes and technological advancements. This study aims to analyze the historical development, recent innovations, and the strengths and challenges of Qur'anic learning methodologies in Indonesia. Using a library research method, data were qualitatively analyzed from various primary and secondary references, including previous studies and relevant books. The results show that traditional methods such as sorogan and bandongan are still practiced in Islamic boarding schools, while modern technology-based methods, such as digital applications, e-learning, and interactive multimedia, are trending in formal educational institutions. These innovations offer advantages such as broader access and more flexible learning processes but face challenges like the digital divide and the need for continuous teacher training. The implications of this study highlight the necessity of a hybrid approach that integrates traditional values with technological innovations to balance Qur'anic reading skills and spiritual character development. The study contributes both theoretically and practically by providing recommendations for adaptive curriculum development and technology-based teacher training. The originality of this research lies in its exploration of the integration of traditional and modern methods as a sustainable solution for Qur'anic learning in the digital era.

The Role of Teachers According to Ibn Jama'ah in the Book Tadhkirat al-Sami' wa'l-Mutakallim

Saiful Anwar — 2024-11-28

The book Tadhkirat al-Sami‘ wa’l-Mutakallim by Ibn Jama‘ah is a seminal work in the Islamic educational tradition, addressing the ethics and roles of teachers in the teaching process. This study aims to analyze the role of teachers as envisioned by Ibn Jama‘ah, focusing on the concepts of teachers as leaders of knowledge, ethical educators, and moral guides, while exploring its relevance to contemporary education. This research employs a library research method with a descriptive-analytical approach. The primary source is the book Tadhkirat al-Sami‘ wa’l-Mutakallim, complemented by secondary literature from books and academic journals. The analysis integrates classical and modern educational theories. The findings reveal that Ibn Jama‘ah regards teachers as central figures with significant responsibilities, not only in transferring knowledge but also in shaping students’ character through moral and spiritual example. These concepts, such as the importance of teachers' ethics and harmonious teacher-student relationships, remain relevant for character education in the modern era. The research implies the necessity of integrating moral and spiritual values into contemporary education to address global challenges such as ethical crises and dehumanization in educational systems. However, the study's focus on classical literature highlights the need for further empirical exploration to test its implementation in modern educational contexts. This study contributes to the literature on Islamic education by providing an in-depth analysis of Ibn Jama‘ah's concepts, which are rarely systematically addressed in contemporary research. The findings offer original insights bridging the tradition of classical Islamic education and the challenges of modern education.

The Concept of Humanity in the Study of Islamic and Western Educational Philosophy

Sumarno Sumarno — 2024-11-28

This study focuses on the concept of humanity in Islamic and Western educational philosophy, which plays a pivotal role in shaping educational systems and character development. In Islamic education, humans are viewed as beings endowed with fitrah—an innate disposition to recognize God and fulfill their purpose as stewards on earth, striving towards insan kamil (the perfect human). Conversely, Western educational philosophy emphasizes rationality and individual freedom. This research aims to identify the similarities and differences between the two perspectives and explore the potential integration of their values to create a holistic educational system. This study employs a qualitative approach through a literature review (library research). Data were gathered through critical analysis of primary and secondary sources, including works by figures such as Al-Ghazali, Ibn Sina, Kant, and Dewey. A comparative approach was utilized to analyze the characteristics of each educational philosophy. The study reveals that Islamic and Western educational philosophies have differing paradigms but complement each other. Islamic education emphasizes the integration of spiritual, intellectual, and moral aspects through the concepts of fitrah and tawhid. On the other hand, Western education prioritizes individual freedom and the development of rationality. Despite fundamental differences, the two approaches can be integrated to form a more holistic educational system encompassing spiritual, moral, and rational values. This research contributes to the development of cross-cultural and interfaith educational theories. However, it is limited to a literature-based study without empirical validation. Further research with an empirical approach is necessary to test the implementation of Islamic and Western value integration in educational systems. This study offers a novel perspective on the potential integration of spiritual and rational values in building a holistic educational system, which is essential in addressing global educational challenges that require multidimensional approaches to character development.

The Concept of Inclusive Education in the Islamic Perspective

Moh Alwi Yusron — 2024-11-28

Inclusive education is an educational approach aimed at providing equitable access to all individuals regardless of differences in background, abilities, or specific conditions. In Islam, the concept of inclusivity is deeply rooted in values of justice, compassion, respect for diversity, and social responsibility. This study aims to explore the concept of inclusive education in Islam by examining its foundational values, philosophical underpinnings, and applications in the modern context. This research employs a library research methodology, analyzing primary sources such as the Qur’an, Hadith, and classical and contemporary Islamic scholarly works, as well as secondary sources from recent academic literature. Data are analyzed qualitatively using a descriptive-analytical approach to identify the principles of inclusive education in Islam. The findings indicate that Islam comprehensively supports inclusive education through universal values that are adaptable to changing times. Principles such as social justice, compassion (rahmah), and respect for diversity position Islam as a faith that promotes inclusivity. This study also compares Islamic perspectives with modern educational theories, highlighting the relevance of Islamic values in addressing the challenges of inclusive education in the globalized era. The implications of this study include the necessity of integrating Islamic values into modern education systems to create more equitable and harmonious learning environments. However, the study's limitation lies in the lack of empirical examination to assess the effectiveness of applying these values in practical educational settings. This research contributes original insights by providing philosophical and practical perspectives from Islam to support inclusive education, thereby enriching the global discourse on education for all.

The Problematics of Paulo Freire's Concept of Humanist Education from an Islamic Perspective

Muwahidah Nurhasanah — 2024-11-28

Paulo Freire's humanist education emphasizes critical consciousness and the liberation of humanity from oppression. However, this approach is often criticized for being insufficiently comprehensive, as it overlooks the spiritual dimensions and the concept of adab (ethics), which are central to Islamic education. This study aims to analyze the problems within Freire's humanist education concept from an Islamic perspective, focusing on conflicts in the value of freedom, neglect of spirituality, the teacher's role in dialogue, and the ultimate goals of education. This research employs a library research methodology with a qualitative descriptive approach. Data were analyzed through a critical review of relevant primary and secondary literature, including Freire’s works, Islamic educational thought, and previous studies. The findings reveal fundamental shortcomings in Freire’s educational approach from the Islamic perspective, such as a secular view of freedom, neglect of spirituality, and a lack of emphasis on adab and tawhid (monotheism). However, integrating Freire’s concept with Islamic values shows potential for creating a holistic educational paradigm. This integration harmonizes critical awareness with moral and spiritual responsibility, providing solutions to global educational challenges. Research implications/limitations: This study offers new insights into the possible integration of Freire’s and Islamic education concepts, though it is limited to theoretical exploration without empirical testing. Further studies are needed to examine its application in formal and informal educational settings. This research provides a novel perspective by combining two contrasting educational approaches: progressive humanism and value-based Islamic education. The findings are relevant for developing curricula responsive to contemporary social and spiritual challenges.